manage the data they will collect for their project (categorise, analyse, prioritise and organise) [project management skills]
self-monitor their work
write a text using persuasive language
prepare and present their work in class
use rubrics to evaluate each other’s work
Required Materials:
Internet connection and/or video projector Handouts
ICT tools:
Use of online class material (e.g. Edmodo), youtube video clips
Anticipatory Set (Lead-In):
By the end of the lesson the pupils will be able to:
write a text (brief letter for weak Ss – petition for average Ss - speech for strong Ss) using persuasive language
make a video / make & use PPP / use any means of presentation (e.g cardboard display)
Pre-requisite knowledge:
Use of: adjectives, S. Present
DAY 1
Students are asked to read the description about what Persuasive Writing is. Then, they are asked to watch the video that shows inspiring speeches and write what words they hear that are persuasive or what makes these speeches inspiring. They can write these words in their notebook (if they have one) or on a piece of paper. Note: It is recommended that the teacher check in with the students after they finish this part of the project to see what words they come up with. This will give the class an opportunity to learn from one another. The teacher can also discuss persuasive writing further if needed.
DAY 2 DAY 3
Students are given a persuasive word list to use when they write their own persuasive essay. Note: Students will need to print this page out and keep it in a safe place to use for upcoming portions of the project.
Today, students will respond to the question, "Which are better, dogs or cats?" They will have 5 minutes to tell the reader why they think a cat is better or a dog is better. They will need to use their persuasive word list for this part of the project because they are asked to use as many persuasive words as possible. Note: Students can write this in notebookS or on a plain piece of paper.
DAY 4
Students will listen to what persuasion sounds like in a story and respond to the questions on the paper provided to them. Note: This is not meant to be graded, this is strictly just for practice. It is recommended that they check their answers with a partner to see how they did or the teacher can choose to correct this as a whole class
DAY 5
5’ PRESENTATIONS BY EACH Ss
Plan For Independent Practice:
Ss are asked to research their chosen topic and bring both sources and notes in class
Ss see at each other’s notes and comment
Plenary discussions in class
Reflect/ Anticipatory Set:
Ss discuss for 5 min. each other’s notes
A plenary discussion follows
Each Ss has to present a rough outline of their project
Ss are told to rehearse their presentations at home because they will be graded by their fellow Ss – each Ss is given a rubric (Table with criteria to be graded on)
Assessment Based On Objectives:
Task 1 – checks understanding and promotes peer learning (comparing answers based on video viewing, number of words and phrases noted)
Task 2 – first draft – use of rubric to vote for most persuasive paragraph (“Which are better, dogs or cats?”) – criteria will include staying within time limits, extended use of new vocabulary, most persuasive writing.
2nd video viewing – noting down persuasive techniques by responding to the story on video & using these in writing
Presentations in class and peer-assessment
Possible Connections To Other Subjects:
Topics chosen: a) Human Rights (Which one they would promote in school? Why? How?) b) Is is worth spending money on space projects? (An Astronaut’s diary) c) Do you agree or disagree that dictators benefit society. Why? d) Describe the best school in the world and explain why is it so good.
Multicultural features:
Ss will have to run an extensive research into their topic looking into some other ways of living (both as time and place are concerned)
Critical thinking aspects:
ü Ss will have to use analytical and organisational skills to finish their project. ü They have to use persuasive language and try to concince their classmates on their views using arguments. ü Ss have to think, design and produce a presentation which have to be graded by their fellow Ss.
https://www.edmodo.com/home#/store/app/?app_id=1105
Handouts
Then, they are asked to watch the video that shows inspiring speeches and write what words they hear that are persuasive or what makes these speeches inspiring. They can write these
words in their notebook (if they have one) or on a piece of paper.
Note: It is recommended that the teacher check in with the students after they finish this part of the project to see what words they come up with. This will give the class an opportunity to learn from one another. The teacher can also discuss persuasive writing further if needed.
DAY 3
Note: Students will need to print this page out and keep it in a safe place to use for upcoming portions of the project.
Today, students will respond to the question, "Which are better, dogs or cats?" They will have 5 minutes to tell the reader why they think a cat is better or a dog is better. They will need to use their persuasive word list for this part of the project because they are asked to use as many persuasive words as possible.
Note: Students can write this in notebookS or on a plain piece of paper.
Note: This is not meant to be graded, this is strictly just for practice. It is recommended that they check their answers with a partner to see how they did or the teacher can choose to correct this as a whole class
a) Human Rights (Which one they would promote in school? Why? How?)
b) Is is worth spending money on space projects? (An Astronaut’s diary)
c) Do you agree or disagree that dictators benefit society. Why?
d) Describe the best school in the world and explain why is it so good.
ü They have to use persuasive language and try to concince their classmates on their views using arguments.
ü Ss have to think, design and produce a presentation which have to be graded by their fellow Ss.